By Mr. Nelson Mitchell, MICCC Training Specialist
The Army has looked for creative and innovative means to facilitate training and education of Soldiers throughout the years. In the 1940s, the Army studied the effects of film-based learning. In the 1970s, we had the introduction of functional context learning theory, which supports our “train as you fight” mentality. More recently, TRADOC Pam 525-8-2, The Army Learning Concept for 2015, identified 21st Century Soldier Competencies we must improve upon to educate and train agile, adaptive, and competent Soldiers. However, with shrinking budgets, a focus on the operational force, and reductions in personnel, how can us as trainers do more with less and still empower our students to be lifelong learners? The answer lies in applying holistic learning strategies and evidence based training methods.
So what is a holistic learning strategy? A holistic learning strategy is a method of blending diverse learning theories, models, and pedagogies into a coherent outcomes based product for training and education. Within the world of education, several learning theories are relevant to the education and training of adult learners. No learning institution should ascribe to one sole learning theory. While previous articles in MIPB have highlighted certain schoolhouses adopting a primary learning theory to base lessons, such as experiential learning theory, I can assure you it is not the only learning theory employed. TRADOC’s requirement to implement the operational environment into training exercises automatically instills situated learning theory into courses to promote learning.
How do we develop a holistic learning...
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...ver, participants at a CTSSB can be from specialized units. Participants from special backgrounds can throw a CTSSB off task, by promoting tasks specific to their unit. This is where courses receive ten pounds of learning requirements for their five-pound bags. For intelligence Soldiers, the specialized unit specific tasks are typically linked to a class provided by Foundry. This is where academia has the benefit of choosing whom they will work with. Selecting who provides input prevents the identification of competency-based requirements from going off task and allows the institution to say no, even to business leaders they choose to work with. This is the driving force behind academia’s ability to generate the right amount of content where needed. Technology enablers and learning systems handle most of the content delivery for competency-based institutions.
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